World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.156-179
Author
Catlyne Anne C. Ongsico, MAEd, LPT
Graduate School
Osias Colleges, Inc
Abstract
This study investigated the challenges faced by these teacher-designates across four factors: individual, institutional, and structural, communication and coordination, sociocultural and environmental factors. It also aimed to develop a comprehensive support system to support their mental health roles. Using a descriptive quantitative design, the study included 18 guidance teacher-designates from 19 schools. A validated questionnaire was used, and descriptive statistics such as frequencies and weighted means were employed in the analysis.
The results revealed guidance teachers generally agree that they face severe challenges across multiple domains. These challenges include individual factors, such as limited personal knowledge and skills; institutional and structural factors, including school policies and resource constraints; communication and coordination factors related to effective teamwork; and sociocultural and environmental factors that influence community perceptions and level support.
To address these, a comprehensive support system is proposed, incorporating targeted training, strengthened collaborative networks, and active community involvement. Such a system is essential for enhancing guidance teachers’ effectiveness and ensuring the success of mental health awareness initiatives.
Keywords: mental health awareness, guidance teacher-designates, public secondary schools, challenges, DepEd Tarlac Province, school-based mental health, support system, institutional support, sociocultural barriers, policy implementation, student well-being
https://doi.org/10.65494/pinagpalapublishing.212
